Option theme 4: Politics of the minority: making Aboriginal voices heard

Students focus on connecting Aboriginal and Torres Strait Islander perspectives with politics. Students reflect on the degree to which Aboriginal voices have been considered by and influenced parliament, and the extent to which Aboriginal and Torres Strait Islander peoples have autonomy, sovereignty, and governance. Comparative studies of other marginalised communities around the world allow students to form an appreciation of the challenges and the experiences that these communities face.

The inquiry questions are:

1. How can political representation of Aboriginal and Torres Strait Islander people be achieved?
2. How far can Aboriginal and Torres Strait Islander perspectives be influential in political outcomes?
3. To what extent have Aboriginal communities achieved self‑determination?
4. To what extent are the experiences of Aboriginal and Torres Strait Islander people reflected in other countries?

In addressing inquiry question 1: ‘How can meaningful political representation of Aboriginal and Torres Strait Islander people be achieved?’, students may consider:

• recognition of Aboriginal people within the Australian Constitution
• political ramifications of a third parliamentary chamber
• the significance of Aboriginal political representation
• the effectiveness of the reconciliation movements of the 2000s.

Students challenge the broader concept of political representation. Through a critical lens, students address whether Aboriginal and Torres Strait Islander people have been sufficiently represented in parliament within the political discourse that shapes decision‑making in Australia. Students explore ways in which Aboriginal voices can be heard in politics, including the creation of a third parliamentary chamber. They consider the values reflected in the Australian Constitution and the importance of constitutional recognition. Students explore past and current attempts at reconciliation. They reflect on the transformative nature of reconciliation and the positive impact that successful reconciliation will have on the future of all Australians.

In addressing inquiry question 2: ‘How influential can Aboriginal and Torres Strait Islander perspectives be in political outcomes?’, students may consider:

• the effectiveness of federal organisations
• South Australian organisations
• modern political implications of the civil rights movement
• contemporary community‑based movements.

Students explore the potential roles that Aboriginal and Torres Strait Islander people can have within politics and in shaping societal perspectives. Students analyse the effectiveness of federal and South Australian organisations in making progress, advancing rights, and advocating the perspectives of Aboriginal and Torres Strait Islander people. Students consider the barriers to successful initiatives and the importance of long‑term political support. Within the context of civil rights movements, students explore the impact that activism has had on the advancement of civil rights for these people. Students critique the importance of community‑based movements for progressing equality and redressing the disparity that continues to be part of the daily Aboriginal and Torres Strait Islander experience.

In addressing inquiry question 3: ‘To what extent have Aboriginal communities achieved self‑determination?’, students may consider:

• understanding self‑determination
• evaluation of self‑determination
• case studies related to Anangu Pitjantjatjara Yankunytjatjara (APY) lands
• proposing a model to improve political outcomes.

Students explore the extent to which Aboriginal communities autonomously govern their communities. Students consider the right to self‑determination, especially over matters that directly affect the lives of Aboriginal people. They examine the implications for communities that do not have adequate power to influence the programs, policies, and structures that rule their lives. With this understanding, students question the notion that without self‑determination, Aboriginal communities cannot achieve equality and will continue to suffer systemic disadvantage. Students analyse the models used for self‑determination in the APY lands and propose improvements to advance community outcomes.

In addressing inquiry question 4: ‘To what extent are the experiences of Aboriginal and Torres Strait Islander people reflected in other countries?’, students may consider:

• comparisons with Asia–Pacific nations
• comparisons with Western democracies
• comparisons with other First Nation peoples
• human rights activism as an agent of change.

Students compare the Aboriginal and Torres Strait Islander experiences with the challenges of other similar communities. Students explore the progress made by these communities regarding equality, social, and economic capital, wellbeing, respect for culture, and safety. They compare and contrast global examples that highlight the ongoing impacts of colonialism and displacement and the struggles experienced by marginalised communities. Students consider the advancement of human rights for these groups, and explore the complexities associated with repairing communities within the contexts of contemporary environments.